Research On The Pedagogy Of Written Chinese From The Perspective Of Register Grammar

In Chinese international education,the teaching and research of written language has always been a difficult point.This article is guided by register grammar theory which is created by Feng Shengli,takes the written language texts created by Chinese learners in Lithuania and the composition texts created by Chinese learners from other countries in the HSK Dynamic Composition Corpus 2.0 as the research objects,analyzes and summarizes the stylistic problems that Chinese learners often produce in their written language learning.Combining these stylistic problems,this article also provides suggestions on the use of HSK Standard Course to differentiate the spoken and written Chinese from the perspective of register grammar based on the style distribution characteristics of the textbook.This paper is divided into five chapters.The first chapter introduces the reasons for choosing the topic,combs the research results on register grammar and HSK Standard Course,and describes the research content,research significance,research methods and corpus sources of the article.The second chapter is guided by register grammar,summarizes and analyzes the stylistic problems that often appear in the written Chinese texts of Lithuanian Chinese learners,and demonstrates the importance of register teaching.The third chapter takes the composition texts in HSK Dynamic Composition Corpus 2.0 as supplementary corpus to further analyze and summarize the common stylistic problems of Chinese learners in written language learning.The fourth chapter sorts out the written style vocabulary,sentence patterns,and notes related to style in each volume of HSK Standard Course series,observes the changes in the style characteristics of each volume,and provides suggestions on the use of HSK Standard Course to from the perspective of register grammar.The fifth chapter is the conclusion,summarizes the research situation of the whole thesis,points out the shortcomings and the problems that need to be further studied in the future.Through the analysis of the written language text of Chinese learners,it is found that Chinese learners are generally inadequate in stylistic consciousness,and stylistic problems exist widely in written style vocabulary,sentence patterns and some panspatiotemporal stylistic markers.For example,vocabulary problems such as monosyllabic words in disyllabic template,disyllabic couplet words,overlapping structures,modal particles,idiom conversion and detachable words;sentence pattern problems such as the use of archaic sentence patterns,the misuse and absence of conjunction in complex sentences and absence of fixed sentence elements;panspatiotemporal stylistic markers problems such as disyllabic word formation,removal of "le"(了),"zhe"(着),"guo"(过)and "verb + object" structure conversion.Therefore,when conducting Chinese international education,teachers should pay full attention to the popularization of register concepts,the teaching practice of distinguishing language styles,and use appropriate style training methods,such as "paraphrase " and " formal-casual conversion " to help Chinese learners improve their written Chinese skills.